Faculty Focus

JANUARY 9, 2024

Reflecting on our approach to course design—particularly with attention to how we build community and cultivate belonging—couldn’t come at a more crucial time. Intentional course design, it turns out, emphasizes many of the very same things that support student well-being (Slavin, Schindler, & Chibnall, 2014).

Course Design 111

Course Design Feedback Instructors Students 111

Ask a Tech Teacher

AUGUST 12, 2019

It’s clear to me that the course design–how I lay out the mix of resources, homework, classwork, and more–affects how students absorb and share knowledge. One of our Ask a Tech Teacher contributors knows a lot about how course design impacts learning. All of this starts with a good course design.

Course Design 83

Course Design Students Exams Feedback 83

eSchool News

JULY 22, 2024

We can’t discuss online and hybrid learning without acknowledging the role the COVID-19 pandemic played in forcing districts to move fully online for virtual instruction, later paving the way for hybrid learning as classrooms slowly reopened for small groups of students. We were course designing and co-teaching,” she said.

Hybrid Learning 279

Hybrid Learning Learning Blended Learning Discussions 279

Edsurge

NOVEMBER 1, 2023

AI integration can address diverse learning needs , promote data-driven decision-making , and spur class discussion. ISTE U serves as a digital hub offering top-tier professional learning courses designed to assist educators in developing fundamental skills for teaching and learning in a digital world.

Teachers 207

Teachers Intelligence Essay Social Studies 207

Faculty Focus

NOVEMBER 1, 2022

By informal, I mean posting a short video inviting them to participate in a discussion forum, journal entry, or an anonymous online poll. You could also use specific mid-semester exercises to learn about student experiences in your course. as an example, let’s look at teaching with case studies.

Student Engagement 131

Student Engagement Lecturing Students Feedback 131

Faculty Focus

OCTOBER 6, 2024

It’s important to consider the unique dynamics of each learning environment when discussing whether class caps for online and in-person courses should be the same. Given the absence of physical presence, online instructors must rely heavily on digital tools to communicate, facilitate discussions, and assess student progress.

Instructors 116

Instructors Course Design Students Authentic Assessment 116

Edsurge

NOVEMBER 21, 2018

C) Ask students “Please discuss your answer with a neighbor.” Studies have suggested that these tools, which allow students to respond in real time to questions provided by an instructor, can improve student learning. Instructors often ask students to pair with their neighbors and “discuss” their answer. Yeah, me too.”

Instructors 138

Instructors Multiple Choice Questions Course Design Discussions 138

Edsurge

JULY 9, 2018

Unfortunately, most massive open online course (MOOC) platforms still feel like drafty lecture halls instead of intimate seminar rooms. The majority of online learning environments are no more than video-hosting platforms with quizzes and a discussion forum.

Online Learning 159

Online Learning Instructors Learning Quizzes 159

Ask a Tech Teacher

OCTOBER 21, 2021

Ask a Tech Teacher contributor, Christian Miraglia, 35 years as a teacher and now an educational consultant for T4Edtech, has a good discussion on that: For many years I served as a master-teacher for prospective teachers from various universities in my area. The study does not account for the level of experience of the teachers.

Technology 158

Technology Teachers Evaluation Course Design 158

Edsurge

DECEMBER 4, 2018

There are large lecture halls, hard-wired lecture capture technology, smaller classrooms, casual study spaces and brightly colored swivel chairs. That could range from simply giving students a chance to pause and discuss with peers, to role playing, to polling students during class, and more.

Active Learning 120

Active Learning Activities Lecturing Teaching 120

Faculty Focus

OCTOBER 6, 2024

It’s important to consider the unique dynamics of each learning environment when discussing whether class caps for online and in-person courses should be the same. Given the absence of physical presence, online instructors must rely heavily on digital tools to communicate, facilitate discussions, and assess student progress.

Instructors 98

Instructors Course Design Students Authentic Assessment 98

Faculty Focus

NOVEMBER 1, 2022

By informal, I mean posting a short video inviting them to participate in a discussion forum, journal entry, or an anonymous online poll. You could also use specific mid-semester exercises to learn about student experiences in your course. as an example, let’s look at teaching with case studies.

Student Engagement 98

Student Engagement Lecturing Students Feedback 98

Faculty Focus

NOVEMBER 27, 2022

2011) into all parts of our courses (see Saucier et al., 2022 for a discussion of the empathetic course design perspective). This ranges from our syllabi to our course structures and policies, to our assignments and assessments. This empathetic course design perspective is important to us. Miller, S.

Course Design 142

Course Design Assignments Teaching Philosophy Instructors 142

Faculty Focus

JULY 4, 2023

If you watch anonymized online student communities on the internet, you’ve grown to expect a weekly student post about the soul-killing nature of discussion boards and group projects. Of course, student contempt for a pedagogical tool shouldn’t ground its dismissal. Let’s begin with a general observation.

Exams 116

Exams Students Instructors Evaluation 116

Faculty Focus

JUNE 2, 2024

The organization TILT Higher Ed (Transparency in Learning & Teaching) provides examples and resources that faculty can adopt to show greater transparency in explaining to students the “why” behind course activities and assignments.

Syllabus 131

Syllabus Course Design Learning Students 131

Scholarly Teacher

NOVEMBER 13, 2024

This piece will suggest a few simple ideas that teachers of introductory STEM classes may implement in their course design to turn their lectures into active learning experiences for a large student body, without needing to completely revisit and change their whole teaching style.

Lecturing 98

Lecturing Active Learning Activities STEM 98

Faculty Focus

MARCH 19, 2023

Early studies of design thinking in business education focused on how the process could be used to solve management problems (Lee & Evans, 2012; Liedtka, 2014; Martin & Martin, 2009). The Business Education Design Thinking Instructional Model (Wickam et al., Use design thinking to better your career.

Course Design 116

Course Design Testing Feedback Assignments 116

Faculty Focus

APRIL 18, 2023

I support both groups by engaging the synchronous students in activities and discussions during our time together and posting a recording of the session for those who do not attend. Students are provided an option to attend these synchronous sessions or study asynchronously for each session.

Exams 111

Exams Course Design Assignments Learning 111

Faculty Focus

JANUARY 8, 2023

We would spend far more time developing information literacy, teamwork, research skills, study skills, and metacognitive skills so that students wouldn’t be so dependent on us and could engage in more self-directed learning. What do we want our world to be like? That’s my vision.

Metacognitive Skills 138

Metacognitive Skills Ethics Writing Plagiarism 138

Faculty Focus

JANUARY 21, 2025

Trusting students does not mean ignoring accountability; it means designing courses, policies, and practices that build their confidence and skills while treating them as equal partners in their education. Feedback as an opportunity for dialogue: Invite students to meet to discuss feedback and revisions. 2014; Agarwal, 2019).

Plagiarism 122

Plagiarism Syllabus Ethics Feedback 122

Edsurge

JANUARY 13, 2017

Print content was uploaded and accessible via the LMS, where faculty could view discussion prompts and suggestions. A few trees were saved, but courses weren’t any smarter. So if automation and interactivity differentiate a smart phone from a phone, what makes a course “smart”?

Multiple Choice Questions 128

Multiple Choice Questions Instructors Textbooks Feedback 128

Faculty Focus

JUNE 16, 2024

Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

SEPTEMBER 10, 2024

What would happen if we connected our courses? Over coffee, we met several times and came up with a list of shared activities and projects, ranging from a student-created pop-up exhibition to a discussion panel on harm reduction that would bring university faculty and staff together with front-line public health workers.

Interdisciplinary 111

Interdisciplinary Art History Discussions 111

Faculty Focus

JULY 7, 2024

Designing With Intention Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

APRIL 16, 2023

Educators are available to students and are responsible for designing bi-modal content. Content should incorporate Universal Design for Learning (UDL) and offer choices to students. Bi-modal flexible learning allows students to choose when and how they will study by personalizing the course to meet their own needs.

Learning 105

Learning Assignments Course Design Instructors 105

Faculty Focus

JANUARY 21, 2024

Establish and maintain an inclusive community: During the first days of class, it is important to initiate an anonymous survey and a follow-up discussion about what makes students feel valued, seen, respected, included, challenged, and supported by the instructor and their peers. This type of intellectual rigor is desirable in course design.

Syllabus 132

Syllabus Exams Students Motivation 132

Faculty Focus

JANUARY 30, 2024

To prepare for this important day, the usual course preparation and design is required, including an easy-to-digest syllabus, a comprehensive semester plan with a detailed overview of assessments, and inclusive policies and procedures. These questions reside in a discussion board so all students can see responses.

Syllabus 124

Syllabus Lecturing Discussions Science 124

Faculty Focus

APRIL 15, 2025

In this light, designing and facilitating online discussions to increase student engagement, peer connection, and idea exchange, as well as creating a cohesive online learning community for knowledge creation, is far more important for the success of online education. References Bustillo-booth, M. Magna Publications Inc. , Dixson, M.

Student Engagement 107

Student Engagement Instructors Lecturing Students 107

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. Discussion boards, reflective assignments, and peer reviews can facilitate this exchange.

Accessibility 105

Accessibility Disabilities Education Culture 105

Faculty Focus

JULY 4, 2023

If you watch anonymized online student communities on the internet, you’ve grown to expect a weekly student post about the soul-killing nature of discussion boards and group projects. Of course, student contempt for a pedagogical tool shouldn’t ground its dismissal. Let’s begin with a general observation.

Exams 98

Exams Students Instructors Evaluation 98

Faculty Focus

SEPTEMBER 10, 2024

What would happen if we connected our courses? Over coffee, we met several times and came up with a list of shared activities and projects, ranging from a student-created pop-up exhibition to a discussion panel on harm reduction that would bring university faculty and staff together with front-line public health workers.

Interdisciplinary 105

Interdisciplinary Art History Discussions 105

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). during a unit of study) Occurs after the instruction is complete (e.g., during a unit of study) Occurs after the instruction is complete (e.g.,

Fairness 122

Fairness Instructors Feedback Evaluation 122

Edsurge

NOVEMBER 5, 2018

University of Michigan marketing professor John Branch rebuilds the learning experience by taking a precision engineering approach to course design. Source: Course Hero. In what other ways does applying a precision mindset to designing a course improve the student experience? What Is Course Hero?

Quizzes 167

Quizzes Failure Culture Students 167

Faculty Focus

APRIL 18, 2023

I support both groups by engaging the synchronous students in activities and discussions during our time together and posting a recording of the session for those who do not attend. Students are provided an option to attend these synchronous sessions or study asynchronously for each session.

Exams 98

Exams Course Design Assignments Learning 98

Faculty Focus

JUNE 2, 2024

The organization TILT Higher Ed (Transparency in Learning & Teaching) provides examples and resources that faculty can adopt to show greater transparency in explaining to students the “why” behind course activities and assignments.

Syllabus 109

Syllabus Course Design Learning Students 109

Faculty Focus

APRIL 16, 2023

Educators are available to students and are responsible for designing bi-modal content. Content should incorporate Universal Design for Learning (UDL) and offer choices to students. Bi-modal flexible learning allows students to choose when and how they will study by personalizing the course to meet their own needs.

Learning 98

Learning Assignments Course Design Instructors 98